Sneak Peek #2 Into Answers to Your Biggest Questions About Teaching Elementary Writing
Last week, I shared the first sneak peek into my newest book, Answers to Your Biggest Questions About Teaching Elementary Writing, and over the next few weeks, I’ll be sharing more of them! This book consists of five chapters, so my peeks focus on each chapter. Last week’s post focused on Chapter 1 and was all about getting to know and building writing identities. Chapter 2 addresses questions around curriculum in response to the unique groups of writers in classrooms.
Chapter 2 begins with the major questions I address in the following pages.
One of the most important concepts for both teachers and students to understand involves the types of writing and their similarities and differences.
Understanding the types of writing is foundational for instruction and learning. This chart appears on p. 44, and you can duplicate it or create your own for students in your classroom.
Once students know the type of writing they are working on, their sense of purpose strengthens. Consequently, they have more clarity and agency when it comes to setting goals, accessing resources, and becoming stronger writers.
The chapter addresses the development of a scope and sequence or series of units. What are you planning across the year, as well as what are the learning targets and goals of a multi-week unit or a series of lessons? With a vision of how the year of writing will unfold, it’s easier to say what students should know and be able to do as a result of instruction. Then, it’s also easier to identify additional practice opportunities that will strengthen learning, transfer, and retention. I offer examples of how various genres of writing might show up in content areas after explicit instruction, a teaching strategy that reinforces learning and reminds students of writing concepts even when they’ve moved on in the curriculum.
This chart appears on p. 64, suggesting opportunities for genres within science and social studies. Take these specific ideas or use them to inspire your own!
Grammar and conventions challenge many students. While I do not profess to have the magical solution for capital letters to appear at the beginning of every sentence with properly placed periods and commas to boot, I do share ideas for increasing students’ understanding, appreciation, and intention around punctuation, spelling, and use of language. What will students both learn from and enjoy doing? is a favorite question that guides much of my work, so my ideas build in and fuse play and purpose. Students giggle at the practice of verbally stating conventions as they speak: “Can I please go to the bathroom, question mark?” but this verbal practice builds their understanding, visualization, appreciation, and usage of conventions in their written language.
The book includes several Keep in Mind text features, and this one emphasizes the importance of verbal rehearsal for both ideas and conventions.
I will continue to invite you to reach out to me through Twitter, email, or here on the website. I love to think about writing instruction and develop any ideas that lead to students who love to communicate their ideas.
I love working with teachers and anyone else who is passionate about teaching students to write! I’m available for virtual or on-site professional development during the summer and during the school year. Feel free to reach out to meehanmelanie@gmail.com with questions and ideas.